Question: Ms. Stevens' third-grade class is completing an assignment in which they circle the larger of two fractions. While observing students as they work, she notices

Ms. Stevens' third-grade class is completing an assignment in which they circle the larger of two fractions. While observing students as they work, she notices that one student, Ava, is consistently circling the smaller fraction on each pair. When Ms. Stevens asks Ava to explain her thought process on one of the problems, Ava states that " is greater than , because 8 is bigger than 4." Based on this comment, which of the following would be the best way for Ms. Stevens to support Ava? providing Ava with fraction bar manipulatives to model two fractions before identifying the larger fraction asking Ava if she would rather have of a pizza or of a pizza encouraging Ava to draw a picture representation of each fraction before deciding which one is larger asking the campus math interventionist to pull Ava out of class for additional one-on-one support

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